Reviews of Books

This is a difficult book to categorize. The protagonist is the nineteenth century Italian industrialist and senator Alessandro Rossi, but this is not a business biography. And while many of the major problems of political economy in postrisorgimento Italy come under Lucio Avagliano's scrutiny, the book is no general economic history either. The issues of protectionism, the growth of workers' organization, and the political tensions created by early modernization all receive attention, but only to the extent that Rossi is attentive to them in his discussions with other leaders. What then can we call this book? It is a diffuse, rather unsystematic look at the political economy of early industrialization in Italy as reflected in the career and writings of an influential participant. The approach has its merits, but as economic history it is less than satisfying. Alessandro Rossi is certainly a worthy subject: a fuller description of his entrepreneurial life and the fortunes of his firm would have been welcome. He was, at the outset, an Italian version of the English species "Enlightened Proprietor," brought up on a diet of Adam Smith, Robert Owen, and the Manchesterians. Rossi built schools, nurseries, a mutual aid society, and a new workers' quarter at the site of his Veneto textile factory to keep his employees loyal and contented, and under his direction the Rossi enterprise grew to the point where is employed five thousand and produced twenty million lire worth of woolens annually.

ed attorney's court cases will be absorbing for journalists. Louis Nizer writes with an easily flowing narrative style worthy of the best reporter, and he deals with, the sort of human relationships and problems the talented journalist cannot ignore.
It is the last case newsmen will find outstandingly significant: that of the wellknown radio and television personality, John Henry Faulk. Nizer's narrative of the events of the case contains some excellent lessons in the law of libel, notably in several of its relatively obscure and technical aspects.
Most important is a description of the infamous blacklisting which still may be practiced, to some extent, in the broadcasting and motion picture industries. I t is well to be reminded of the 50's when many reputations were destroyed by the callous and malicious activities of a small group of self-styled patriots. I t is also well for those of us in journalism education to recall that neither we nor the news media achieved an enviable record during that decade. The process of blacklisting by such publications as Red Channels should have been unmercifully exposed by both journalism educators and the press. He who can read this story of Nizer's and not experience an uncomfortable feeling as he remembers that time and perhaps his own failings will be a rare practitioner of journalism. Another contribution to the continuing free press vs. :air trial controversy has come off the press. And it's a valuable one.
Although his book goes over familiar ground, John Lofton traverses the territory with sure footing. And being a lawyer, newspaperman, and historian, he AN EVALUATION SYSTEM This section features short, stylistically tight commentaries that close with summary grades. The arrangement should help readers comprehend the journalistic literary scene with ease and enable them later to make quick surveys of accumulated listings for books they may be seeking. These are the grade symbols and their meaning: is peculiarly qualified to go down the middle of the controversial road.
Lofton stresses the responsibility of both the press and the bar and bench in as- I n 190 pages NYU's journalism chairman presents the clearest, most readable, and most practical study of the continuing struggle for freedom of the press ever read by this reviewer, who has taught "Press and Society" and "History of Journalism" courses for 26 years in three universities.
After succinctly presenting the engrossing background of our heritage of press liberty, M. L. Stein uses his own rich experience as a journalist to answer most knowledgeably the questions of how the media struggle to maintain a free flow of information despite constant pressure from both public and private interests.
Recent developments, such as the free press vs. fair trial conflict, bring this treatment of press problems right up to 1967. Personal recollections of the incredible operation of the Boston Evening Transcript alone makes this autobiographical memoir of Charles W. Morton worth readi n g But there is more: the story of a stint on T h e New Yorker under Harold Ross ; the low-salary, long-hour newspapering of Depression Days; early free-lance efforts and first-check enchantment; the strictures of a red-tape government job; the chance conversation that ultimately led to T h e Atlantic, where the author is now associate editor and conducts the "Accent on Living" department. I t adds up to a bonk that "has its charms," just as the career it delightfully depicts had. The mind of Pulitzer is explicitly revealed in the World's treatment of pictures, sports, women's interests, men of wealth, national conflicts, intellectual elements, immigrants, slums, and organized labor.
Pulitzer, a brilliant man, doubtless had profound respect for the philosopher's good life, but he trimmed his sails in his multitudinous contacts with humanity to the standards of semi-ignorant, prejudiced, emotion-controlled masses of people. Simultaneously, he admired and longed to emulate the leading business and political personages of his era.
George Juergens' book should have interest for general readers, and it does accomplish what it set out to do; but by the inclusion of numerous minor points and footnotes, it has been over- This is a first of its kind. I t presents contributory essays on a touchy, oft-controversial subject-freedom and censorship of the college campus press. The first portion of the book explains the philosophy and functions of the college newspaper, administrator-press relationships, and the role of the faculty adviser. The second section is concerned with college press freedom and responsibility, censorship and control of the press, and freedom for student editors.
Herman A. Estrin suggests that those attempting to solve the freedom-censorship problem must recognize such variables as campus press philosophy and policy, the nature of truth, use of the campus press as a propoganda medium, how the paper is supported financially, and definitions of news and editorializing. This is a well organized and thought- For those communicators who have trouble communicating, the 10 specific suggestions offered under "how to avoid being stuffy" should be obligatory reading. Although his "style machine" and threecompartment classification of writing styles as tough, sweet, and stuffy seem like academic gimmicks at times, Walker Gibson is obviously a man with a superior talent for analyzing rhetoric. He writes with a feeling of personal involvement. His love for words and their artful use is reflected on many pages and represented in this sentence buried on page 1 10: "We improve ourselves by improving the words we write." The slight chapter on newswriting ("a bastard form of the Tough Talker") is much less interesting and valuable than the chapters on advertising ("Sweet Talk") and the official writing from corporations and committees ("Stuffy Talk"). Julian Rammelkamp's adroitly spun chronicle details the five-year gestation of the formula that made Joseph Pulitzer's New York World affluent and gave the country the revolutionary "New Journalism,'' known even earlier, out Missouri way, as the "Western Method." In St. Louis the hard-driving, ambitious Pulitzer had put together the ingredients of crusading, middle-class reformism, and sensational journalism to stew a brew that spelled mass circulation and prosperity in the eastern metropolis.
In simple, flowing, undramatic prose Rammelkamp refines the sketchy record of Pulitzer's St. Louis incubation, backdropping it generously with attention to the socio-economic-political milieu of the The irony of it all: the paper that "launched" the World lustily thrives and prospers today, while the offspring, beset period.

WILLIAM COBBETT: His Thought and His
Times. by John W. Osborne. Rutgen University Press, $10.
John Osborne has attempted to eliminate chaos from the disordered and contradictory writings of William Cobbett, the 19th century English political journalist. His thesis, that behind the dichotomy of Cobbett, the fighter for individual freedom, and Cobbett, the bigot, lurked a brilliant journalist who was ahead of his time, is not tenable.
Osborne is to be congratulated upon the detailed research and analysis demonstrated in his defense of Cobbett, but it is possible to have empathy with Cobbett's trials and tribulations without accepting his basic premise of Cobbett, the great political journalist.
If Osborne's thesis is to be carried to its logical conclusion, his next study should be Westbrook Pegler, Political Journalist sans p e w . CCI

NELSON (continued)
dents. Neither is likely to identify with the mass media's people and problems to the extent necessary to keep its criticism within the realm of reality and the possible; neither is likely to welcome the journalism teacher to its ranks, but rather to look at him as an intruder whose interests are marginal, at best, in relation to the "true discipline,'' The journalism unit needs its own administrator, but whether he is a full-time administrator or part-time teacher does not matter-unless he should be overworked in the latter instance. The unit may be an autonomous one whose director reports directly to the president or a department within the college o f arts and sciences whose head reports to a dean.
The journalism unit must have enough identity and independence to work freely at its job: giving students the best possible training in and understanding of the work and field of journalism, and helping them to engage in informed and competent criticism of and research into this discipline.

McCARTHY (continued)
The practice of journalism itself is a liberal art in action.
At most educational institutions, the liberal arts requirements for journalism majors are usually much greater than those for students moving toward other professions. The recommended ratios of the American Council on Education for Journalism are widely endorsed by journalism schools and departments, as 75 per cent of a student's courses are taken in general education or the liberal arts and 25 per cent in the journalism sector.
A journalism program serva to integrate a student's liberal education, which otherwise, by its very nature, would tend to be without point or direction.
This in no sense derogates liberal education; it simply emphasizes how professional education relates to the liberal arts.
The journalist must comprehend the background of public events and ideas, and know how to report them to his readrrs or listeners. Thus, the liberal arts and the professional program are mutually dependent.
From their origin, universities have regarded education for the vocations as a legitimate function. Today, when journalistic communication carries the brunt o f responsibility for the widest dissemination of information and the interpretation of events, and mass communications have become such a force and importance in our modem life, it is right that the educated man, whatever his field, needs to be aware of its workings and sensitive to its potential. The study of journalism and mass communications is appropriate and necesnary.

JANDOLI (continued)
members who have managed to avoid anything so demanding as the teaching of advanced writing or intensive research. Forty years ago, journalism educators might have been justifiably shy about the traditional liberal arts. Journalism educators today should be less concerned about how they can meet the standards of the liberal arts program than how the liberal arts school can better serve the needs of journalism. That liberal arts people remain farcically aloof is a temporary discomfort that time and honest scholarship will hopefully overcome.
The most significant aspect of journalism education's bounden ties to undergraduate education concurrent with it is perhaps the most overlooked. Almost from the beginning, the architects of journalism education have realized-Joseph Pulitzer was the first to stress the pointthat there is no necessity for a separate journalism program unless it performs the important function of wedding technique with background. Integration and correlation may be said to be journalism education's forth, its real and noteworthy contribution, and perhaps even its warrant for existence.

Learn While You Work
I t is possible journalism education, more marble cake than layer cake, must ultimately stand on its integrative role. You cannot compartmentalize education nor easily store away the liberal arts for four years for use another day. You must work them as you learn them.
Courses like "The Press and Society" and "History of Journalism" do this by directly integrating sociology and history with journalism. Even journalism's nonintegrative courses serve as catalysts. Professionally-minded students, for instance, learn to apply political science with meaningfulness when they report municipal government.
Regarding the social sciences, it is interesting to note that some "communicologists" seem to have illicitly preempted for their own what has always been journalism education's. Since R. E. Lee made his abortive attempt at Washington College in 1869, journalism's intellectual content has always resided primarily in the social sciences.
Unless journalism educators hold high those ideals that give journalism education its strength and make it an effective arts discipline, and refuse to be thwarted by ambitious deans seeking to conquer new worlds with busywork or by affluent benefactors unaware of journalism education's mission, journalism may be on the brink of trouble.

Hold to Your Ideals
Indeed, educators contemplating change may well note that the Columbia example, which remains highly selective while maintaining a news-editorial orientation, is indeed sui generis, despite the emergence of exclusively graduate schools at Pennsylvania and UCLA.
The pressing need may be a reevaluation of the purposes of journalism education in the United States and a clear determination of what the role of undergraduate and graduate education in communications is or what it should be. We need to know how the two levels can work together rather than destroy one another. Upgrading the graduate program may also mean improving the undergraduate program, and all will profit.

Time for Action
The forgotten man, as John Tebbel has indicated, may very well be the student who would be served best by more attention, without obeisance, to the needs of the professional journalism field. I t is likely journalism education will be served that way, too, considering that all too many graduates-one estimate is close to 75 per cent-are being lost to fields other than journalism.
With one out of 10 journalism students in graduate school programs, the problem cannot be ignored. Journalism education 'could be facing an economic desideratum and an educational disaster. It's time for action on the highest levels.

HALL (continued)
upon to go beyond reporting what happened, to explain why it happened and what the implications are, and to prepare his audience for what is likely to happen next-all in carefully documented fashion. With scientific developments far outdistancing man's empirical experiences and with the strategy of war and war deterrents being plotted in think tanks by experts whose very concepts give knowledgeable men a shattering feeling of inadequacy, we are nearing the point where man well could feel thzt life itself might soon be programmed for him by a computer. The responsibility of the journalist to help his audience retain perspective and identity assumes Herculean proportions.
Tomorrow's journalist must be a professional who will drive out the incompetents. He must be versatile, for journalism demands this, but he must be a qualified interpreter who can keep communication channels open between the specialist and the layman.
This demands a depth of educational preparation that can be approached only with graduate study.
We have learned the hard way that a news forniula that has served journalism well for three-quarters of a century contains a major flaw. The lesson we have learned is that it is possible to present facts and still lose the truth.
Pitting their fledgling skills against an ever-broadening field of news, journalism students learn quickly that their education will never be complete, but that graduate education with its more rigid discipline, its emphasis on research (reporting at its finest certainly qualifies) and analysis expands the student's intellectual range and sharpens his ability to detect sub-surface changes that frequently are explosive. Graduate education also allows time for filling educational voids.
Many argue that professional education should follow liberal education.
But with undergraduate journalism students completing three-fourths of their course hours in liberal areas, such separation is today unnecessary and, to me, undesirable.
President Virgil M. Hancher of the University of Iowa told colleagues at a Land-Grant Association meeting in 1953 that ". . . there is no subject matter, worthy of a place in the curriculum of a modern land-grant college or state university, which cannot be taught either as a professional specialty or as a liberal subject." At its best the undergraduate journalism program is a miniature university. Ideas and controversies filter in from every discipline and are converted to journalistic problems.
Many times the student's assignment is to identify and map the total aspects of a problem-social, economic, political, psychological, and physical. Integrating these various dimensions into an article that provides the reader or listener needed perspective and understanding, demands far more than a cursory command of the conventional journalism techniques.

Journalism All the Way
For this reason I would recommend a well-taught journalism course to any liberal. arts major. It would probably be his only cross-discipline trip in a four-year educational tour. Also, the ability he would acquire to marshall facts in an orderly manner through incisive questioning and to present them clearly and concisely under pressure is not exactly a minor benefit. I, for one, choose today's good undergraduate journalism program as the best avenue leading to graduate education in journalism, far superior to any contrived "crash programs" in the techniques of journalism for liberal arts graduates knocking on our doors. Obviously, we and other institutions will continue to encourage outstanding liberal arts majors interested in our graduate programs and strive to improve the transitional processes.
If my crystal ball is accurate, we'll see journalism achieve professional school status comparable to law within the next two decades. This will mean schools capable of offering six to seven-year programs designed to interlace professional and liberal education to provide flexibility and breadth and depth of educational experience now largely impossible.